Evaluation of a Brief Format of the Triple P-Positive Parenting Program: A Pilot Study With Indonesian Parents Residing in Australia

Abstract

Dissemination of evidence-based parenting programs in developing countries is warranted, but prior to dissemination, the cultural appropriateness of programs needs to be assessed. This study provides an evaluation of the level of acceptability among Indonesian parents and the efficacy of a brief parenting program, the Triple P-Positive Parenting seminar. Thirty Indonesian parents of children aged 2–12 years old residing in Australia participated in the study. A 90-minute Triple P seminar with minimal changes in the format was delivered to parents in Indonesian. Parents reported a high level of acceptability and satisfaction with the program content. The efficacy of the program was also explored. Parents reported less frequent use of dysfunctional parenting practices, particularly permissive parenting style, and reduction in the intensity of child emotional and behavioural problems 3 weeks after the seminar. The effect was maintained at 3-month follow up. The results suggest that the Triple P seminar is acceptable and useful for Indonesian parents. Substantial changes in the content of the parenting program may not be necessary. Translated materials, culturally relevant examples and opportunity for questions appeared sufficient for parents. Future studies are required, including randomised controlled trials and larger sample sizes.

The Parenting and Family Adjustment Scales (PAFAS): an Indonesian Validation Study

“…Morawska et al (2014) reported that the CAPES had satisfactory convergent and discriminant validity, as well as good internal consistencies (α = .74-.96) among Australian parents. The CAPES has been used in two intervention studies with Indonesian parents (Sumargi et al 2014(Sumargi et al , 2015a, the internal consistencies were reported to be good (α = .81, Sumargi et al 2014;α = .71-.94, Sumargi et al 2015a).…”

“…Further, due to a paucity of a validated child-outcome measures in Indonesia, the CAPES was used for testing the predictive validity of PAFAS. The CAPES has not been validated in Indonesian culture which may represent a limitation; however, the internal consistencies of the measure in two intervention studies with Indonesian samples of parents were good (Sumargi et al 2014(Sumargi et al , 2015a. Future studies should employ more robust procedures and include various parenting and child-outcome measures to further validate the Indonesian PAFAS.…”

Child Sexual Abuse Prevention Program: Reference to the Indonesian Government

“…Significant decrease in children's conflict, an increase in closeness and positive relationships between parents and children and an increase in parental competence in childcare are side effects of this program (Breitkreuz et al, 2011;Morawska et al, 2011;Sumargi, Sofronoff and Morawska, 2014;Ashori et al, 2015).…”

The Impact of the Triple P Seminar Series on Canadian Parents’ Use of Physical Punishment, Non-Physical Punishment and Non-Punitive Responses

“…The DDI's Corporal Punishment scale is designed to assess changes in specific, goal-directed behaviours (Straus & Fauchier, 2007). Studies that have found the Triple P seminars to be effective in reducing coercive parenting have used instruments that measure parenting styles, or global dimensions or categorisations, such as permissive discipline or authoritarian discipline (Sumargi et al, 2014; Sanders et al, 2009). Another explanation may be that parents may need longer than the 2-week assessment period post-intervention to implement other strategies learned.…”

“…Together with these findings, the present results might indicate that Level 2 Triple P is not sufficient to convince or enable parents to eliminate their use of physical and other punishments. They may require a more intensive program variant or more discussion time, examples of how to implement the strategies, or additional support (Sanders et al, 2008; Sumargi et al, 2014). Given that in two of the three seminars there is limited focus on teaching actual strategies, changes in seminar content may be required to achieve changes in parents’ behaviour.…”